"A To Z" Generative Teaching Design And Application For The Development Of English Thinking Quality In Senior Middle Schools

In order to better achieve the specific goals of the English Curriculum Standards for Senior High Schools(2017 edition revised in 2020)(hereinafter referred to as the Curriculum Standards)to develop students’ core literacy of English,and to implement the fundamental task of building up people by virtue,the teachers need to carefully design English learning activities to cultivate students’ language ability,cultural awareness,thinking quality and learning ability.Among them,the thinking quality reflects the mental representation of the core literacy of the English subject and it is one of the necessary abilities of students.Developing students’ thinking quality will help them improve their ability to analyze and solve problems,observe and understand the world from a cross-cultural perspective,and make correct value judgments about things.Currently,there is still a certain gap between the senior high school English thinking quality teaching practice and the target requirements of the Curriculum Standards.First of all,senior high school English teachers don’t pay more attention to the development of the thinking quality of senior high school students.Secondly,the development level of senior high school students’ English thinking quality is not balanced enough.Third,the teaching methods have failed to keep pace with the times,pioneering and innovating.The core of teaching designs is teaching idea and teaching methods.At present,the teaching designs of thinking quality pay more attention to the teaching idea than the research on the thinking quality teaching method design.Generative teaching is a teaching form in which teachers adjust teaching procedures and teaching behaviors in a timely manner according to the interactive state in the classroom,paying attention to students and teachers,emphasizing students’ personalized construction,classroom interaction and dynamic adjustment.“A to Z” generative teaching design refers to the first letter of 26 English words from A to Z,the seven parts of thinking quality in the Curriculum Standards are subdivided into 26 indicators,combined with generative teaching idea and methods,trying to form a teaching design for the development of senior high school English thinking quality.According to the subject context of Curriculum Standards,we sorted out all 25 texts of compulsory English textbooks for senior high school,and found that the number of “man and nature” texts in the topic context is the majority in the three subject contexts of “people and self,man and society and man and nature”.Therefore,a text in the context of this topic is selected to form a preliminary “A to Z” generative teaching design plan,and then be implemented in classroom teaching.The teaching effect has been verified through student questionnaire surveys,teacher interviews,and homework corrections.It is found that “A to Z” generative teaching is beneficial to improve students’ thinking quality,is helpful for students to sort out general information effectively,and is helpful for students to correctly judge different ideas and creatively express one’s own opinions,which in turn contributes to the realization of the teaching goal of thinking quality development as one of the core literacy.